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Niveau de contrôle par l'apprenant de son épisode d'apprentissage hypermédia : influences sur son activité métacognitive et ses performances

Abstract : A high level of learner control characterizes hypermedia learning environments. However this increased control over access to information is not equally beneficial to all learners depending on interindividual differences. This thesis aims at determining factors influencing the use of control functions in a hypermedia learning environment and understanding how these factors have an impact on both hypermedia use and learning outcomes. The first experiments underlined the importance of prior domain knowledge level. Indeed, low knowledgeable learners adopted inappropriate reading strategy during hypermedia learning (Study 1) However we observed that they had more relevant navigation behaviors and better comprehension outcomes when control was limited (Study 2). They were also more accurate when assessing their understanding of information at the end of the learning session (Study 3) An eye-tracking method and a thinkaloud protocol were jointly used and results indicated that they had a greater metacognitive activity during learning (Study 4) Thus cognitive load linked to hypermedia using activity and relevance of information processing were affected by the level of learner control (Study 5). Once coherence of this serie of experiments has been established (Study 6), outcomes and design issues are discussed
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Submitted on : Monday, February 14, 2011 - 5:18:07 PM
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  • HAL Id : tel-00565852, version 1

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Dorothée Fillet. Niveau de contrôle par l'apprenant de son épisode d'apprentissage hypermédia : influences sur son activité métacognitive et ses performances. Psychologie. Université Rennes 2; Université Européenne de Bretagne, 2010. Français. ⟨NNT : 2010REN20049⟩. ⟨tel-00565852⟩

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